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Paper 0543/02
Reading and Directed Writing
General comments
The standard of performance was very high overall with most candidates scoring full or almost full marks in
Sections 1 and 2. All candidates attempted Section 3 and generally scored good marks.
Candidates’ spelling was, in general, very good although there were some phonetic spellings. A significant
number of candidates either omitted accents altogether or used them incorrectly.
Comments on specific questions
Section 1
Exercise 1 Questions 1–5
Questions 1 and 2 were generally well answered. A number of candidates did not understand ιχθυοπωλείο
in Question 3. A small number of candidates were unable to answer Questions 4 and 5 correctly.
Correct answers are as follows:
1
2
3
4
5
D
B
C
D
B
Exercise 2 Questions 6–10
Most candidates scored full marks in this section. The most common errors were in Questions 7 and 9.
The correct answers are as follows:
6
7
8
9
10
Σωστό
Λάθος
Λάθος
Σωστό
Λάθος
Exercise 3 Questions 11–15
Most candidates again scored full marks in this section. A very small number of candidates struggled with
Question 15.
The correct answers are as follows:
11
12
13
14
15
E
C
A
F
B
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0543 Greek June 2008
Exercise 4 Question 16
Most candidates performed well in this exercise scoring 3 marks for Communication and at least 1 mark for
Accuracy. Some candidates, however, omitted to mention the precise activities shown in the pictures and
lost marks for Communication. A small number of candidates used English in the body of their letter. A
significant number of candidates either misused or failed to use accents in their writing. While this was
tolerated in some cases, the failure to use accents on verbs meant the loss of Accuracy marks. In order to
score full marks for Accuracy, two verbs had to be written and used correctly, including the accents.
Section 2
Exercise 1 Questions 17–25
Most candidates coped very well with this exercise and were able to locate the answers in the text.
Question 17 was answered correctly by almost all candidates. Questions 18 and 19 were answered well
by most candidates. In Question 20 some candidates failed to name all three school subjects, all of which
were required for the mark. In Question 21, common errors were οι αποστάσεις είναι μεγάλες and το
πρόγραμμα είναι βαρύ. Neither of these answers scored a mark. The most common error in Question 23
was a failure to manipulate the language. A large number of candidates simply quoted τους ανθρώπους που
βιάζονται which is not a grammatically correct sentence. Questions 22, 24 and 25 were generally answered
correctly.
The correct answers are as follows:
17
18
19
20
21
22
23
24
25
C
Για να βρουν καλύτερες ευκαιρίες για δουλειά / καλύτερη δουλειά.
Πηγαίνει για ψώνια.
ή Πηγαίνει στο θέατρο.
ή Κάνει πολλούς φίλους.
(Γιατί) μαθαίνει χορό, γλώσσες, πληροφορική. Name all three
ή πράγματα που δε μπουρούσε να της προσφέρει το άλλο σχολείο.
(Γιατί) του παίρνει πολλή ώρα / πολύ χρόνο να πάει από το ένα μέρος στο άλλο.
Η κίνηση στους δρόνους / το κυκλοφορικό πρόβλημα
Οι άνθρωποι που βιάζονται
(Γιατί) το διαμέρισμα τους είναι μικρό
Να πάει στο χωριό του παππού του.
Accept στο χωριό μέσα στο δάσος
Exercise 2 Question 26
In general, this question was well answered with many candidates achieving full marks. The vocabulary
used was often limited to describing activities such as playing football and visiting cafés but this did not affect
candidates’ ability to score marks.
Spelling was generally of a high standard but a large number of candidates either failed to use or misused
accents. This was tolerated except in the case of verbs where, in order for a verb to score it had to be
correctly spelt and have an accent correctly placed.
A significant number of candidates lost marks for Communication by omitting to write about one or part of
one of the tasks required. Candidates are also reminded that there are 10 marks available for
Communication and in order to score full marks, they must include ten different points in their answers.
Section 3
Exercise 1 Questions 27–32
This exercise proved to be the most challenging on the paper although many candidates coped well with it.
The most common reason for losing marks was the failure to manipulate the language. In most cases a
direct quote from the text was not acceptable.
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Questions 27 and 28 were well answered by most candidates. In Question 29 a common error was τα
πολλά χιλιόμετρα θα ήταν κούραση. Another common problem was quoting directly from the text and
including irrelevant material in the quote. Question 30 was often answered incorrectly, usually by a quote
referring to το χωρό. Question 31 was the question which caused the most problems. Again there was a
failure to manipulate the language of the passage with candidates often writing να βλέπεις rather than να
βλέπουν. A small number of candidates failed to answer Question 32 correctly.
The correct answers are as follows:
27
28
29
30
31
32
Λάθος
Λίγες εβδομάδες αργότερα θ’αρχίσουν οι εξετάσεις τους.
Σωστό
Λάθος
Οι αποστάσεις στη Ρόδο είναι μικρες.
Σωστό
Λάθος
Πρέπει / το σπουδαιότερο είναι να βλέπουν τους μαθητές τους σαν ενήλικες.
Λάθος
Τα ξενοδοχεία ανοίγουν ειδικά για τους μαθητές τις τρεις εβδομάδες του Απριλίου.
Exercise 2 Questions 33–39
The passage proved to be straightforward and a large number of candidates scored full marks here. For
those candidates who did not score highly in this section, the most common reason was the failure to
manipulate the language of the passage. Candidates who answered questions in the first person and did not
adapt the language to suit the question did not score.
The correct answers are as follows:
33
34
35
36
37
38
39
(Φοβάται ότι) δεν παρουσιάζουν σωστά όσα λέει.
(i) να παίζει ποδόσφαιρο με τους φίλους του.
(ii) να τρώει μάνγκο / τη γεύση του φρέσκου μάνγκο
(Γιατί) ο αθλητισμός / το ποδόσφαιρο ήταν το σημαντικότερο στη ζωή του.
(i) με (καθημερινή / εντατική) εξάσκηση
(ii) με καλή συνεργασία με την ομάδα του.
Να περνάει ώρες / οι ώρες που περνάει με τα παιδιά και τα εγγόνια του
(i) Οταν ακούει ένα λυπητερό τραγούδι
(ii) Οταν βλέπει φτωχα παιδιά στο δρόμο.
Απέκτησε όλα όσα ήθελε / όλα όσα μπορεί να θελήσει ένας άνθρωπος
ή οι χαρές ήταν περισσότερες από τις λύπες.
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0543 Greek June 2008
GREEK
Paper 0543/03
Speaking
General comments
Generally, candidates displayed a very pleasing level of communication skills and the standard was
exceptionally high. It was also pleasing to hear how comfortable Teacher/Examiners were with the format of
the examination and the extent to which they are aware of how to elicit the best performance from their
candidates.
Administration
No instances of clerical errors were reported this year, although some cases of missing MS1 or Summary
Mark Sheets were noted. Centres are reminded to send both these back to CIE with the recorded samples
of their candidates.
Quality of recording
The quality of recording was good in most Centres. If Centres use integral microphones it is essential that
the cassette recorder is positioned to favour the candidate and that recording levels are checked carefully
prior to recording, in the room where the examination will take place. If external microphones are used
Centres should check that the recording levels for both speakers are equal as some candidates were very
faint.
Centres should also ensure that cassettes are correctly labelled.
Duration of tests
There were some instances of overlong examinations in the Topic Conversation or the General Conversation
sections, maybe because the Examiner was trying to compensate for shorter Role Plays A and B. Centres
should be reminded that in cases where the Role Plays A and B last less than 5 minutes in total, there is no
need to extend the subsequent parts of the examination. Care should also be taken to ensure that no
section of the test is omitted. In the most successful speaking tests, it was clear that the Examiner was
listening to what the candidate had to say and that the conversation was a natural and spontaneous
development of topics which the candidate had encountered throughout their course of learning.
Application of the mark scheme
Generally, marking in Centres was close to the agreed standard and where adjustments were necessary
they were usually small.
Comments on specific questions
Role Plays A
Generally, candidates performed well and were awarded high marks for this part of the speaking test.
However, Centres should be reminded to encourage candidates to attempt all parts of each task. Marks can
only be awarded for completion of tasks set by CIE so it is vital that Examiners stick to the tasks specified in
the Teachers’ Notes booklet and on the Role Play cards. If only one part of the task is completed, only one
mark can be awarded. Candidates should take time to act the scenario appropriately and not be rushed
quickly through it producing unnaturally brief exchanges with the Examiner.
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At the cafeteria
Candidates coped well with this Role Play although in Task 4 some responses were unnaturally brief with
those candidates not quite displaying the appropriate language to match the task (by saying, for example,
«Συγνώμη, έχουμε παραγγείλει δύο ποτά κι εσείς μας φέρατε μόνο ένα. Mπορείτε, σας παρακαλώ, να μας
φερετε το ποτό που λείπει;).
At the post office
The first two tasks were well done, but in Task 3 some candidates mentioned only one item that was in the
parcel, instead of the two that were required. Candidates had been well trained to formulate the required
question on the last task.
At the gift shop
Again, candidates seemed comfortable in responding to the tasks of this scenario, the only problem being
some unnaturally brief answers, and in some cases completing only one part of the task instead of the two
that were required.
Role Plays B
The B Role Plays were more demanding in that they required candidates to use different tenses and to
explain and justify where necessary. Candidates, however, found them accessible, with even the weaker
students able to gain marks when led through the tasks in a sympathetic manner by the Examiner.
Talking to your friend’s mother/father
Most candidates gave good responses to this Role Play’s tasks. Particularly in Task 4 where they were
asked to explain the problem they had with the bus, most came up with very convincing and well formulated
responses. A small number did not use the appropriate register when talking to an adult, or did not mention
two things they did during their evening out.
Enquiring about an item left behind in a restaurant
Candidates were clearly able to explain in length to the restaurant owner what had happened and to
formulate appropriate enquiries in order to solve the problem. Candidates attempting this Role Play also
performed well when dealing with the last task, where they were asked to give their personal details.
Complaining to a hotel receptionist
Again, candidates dealt quite well with all tasks of this Role Play. There were many plausible explanations
as to the problems they encountered with their room. Candidates were competent in using numbers and
dates when responding to what was required in Task 3. Finally, they dealt successfully with the last two
tasks.
Topic Conversation
It made for interesting listening to hear such a wide range of topics from candidates. This section of the
examination gives candidates the chance to prepare vocabulary and structures in advance and is intended to
give them a confident start to the conversation sections. Teacher/Examiners should advise candidates not to
choose “Myself” as a topic as it can become far too general and leave little to be exploited in the General
Conversation section. Generally, candidates chose topics appropriate to their level of linguistic ability. Some
very good performances were heard on “Life in other countries” or “Life in an international school”. Such
topics enable candidates to compare and contrast past and present experiences to great effect. Likewise,
“Holidays” proved to be a rich source. The best performances were to be found in Centres where a natural
and spontaneous conversation took place after the initial presentation of the topic. There were many
instances of good examining which enabled candidates to work in different tenses and to give and justify
their opinions.
Examiners are reminded that Moderators find it useful (as do candidates) to be told when this section of the
test is over and when the examination is moving into the General Conversation section.
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General Conversation
As in the Topic Conversation section a wide range of high-quality performances was heard. Examiners,
however, are reminded that they should aim to cover at least two topics in this section of the test. The topics
should be varied according to the ability of the candidate and should not overlap with the Topic Conversation
section. Examiners should remember to ask questions which enable candidates to expand upon information
and use a variety of tenses and structures. Closed questioning techniques which elicit ναι/όχι responses are
best avoided in favour of questions such as “μίλησέ μου για...”.
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0543 Greek June 2008
GREEK
Paper 0543/04
Continuous Writing
General comments
The overall performance of candidates this year was impressive and the majority of the scripts received were
of a high standard. All candidates were competent in the language and had the linguistic skills to cope well
with the tasks on the question paper.
As ever candidates should be reminded of the importance of linguistic accuracy. Marks were lost, even by
able candidates, due to careless spelling and basic errors of grammar. In the use of verbs in particular,
where accurate spelling includes the correct use of accents, a number of marks were lost. In some extreme
cases candidates made no attempt whatsoever to use accents.
The highest marks for language were awarded to those who not only displayed a rich and varied vocabulary,
but were also able to sustain a sequence of correct Greek containing a range of structures and linguistic
accuracy.
The ability to use appropriate tenses is assessed in the paper. Present and future are normally required in
Question 1 where a letter or an article is frequently set. Simple past or imperfect is needed for the narrative
set in the past in Question 2. In general, candidates used appropriate tenses in their answers. More able
candidates were rewarded for the correct use not only of the past tense but also of irregular verbs in present,
past and future tenses as well as correct forms of the pluperfect and the subjunctive. However, as
mentioned above, marks were lost where there were omissions or mistakes in the use of accents on verbs.
Varied and correct use of irregular nouns, adjectives and participles was a feature of the best scripts.
Candidates had clearly been well trained for the task of writing letters as they were able to begin and end
their letter with appropriate formalities.
Most scripts were within the required maximum length of 140 words, and only a few Communication marks
were lost because of either very short or very lengthy answers.
In terms of the assessment of effective communication most candidates displayed good understanding of the
tasks set out in the rubric and they responded to all of them to a satisfactory degree.
Presentation and handwriting were, in general, of good quality.
Comments on specific questions
Question 1
(a)
Getting a pet
This question was more popular than Question (b) and most candidates presented interesting and
informative letters. The task was well understood by all candidates and the presentation of the arguments
between themselves and their parents about getting a pet was well organised and skilfully explained.
Almost all answers were of the appropriate length and only a few marks were lost for Communication. In
fact, most were able to score quite highly for Communication by using fairly simple statements employing
past tenses, and appropriately handling irregular verbs.
The quality of language was generally very good and only a few candidates scored low marks for Language.
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In stating what kind of pet they would like to get most candidates favoured dogs or cats with only a small
number preferring turtles, lizards or iguanas. Good knowledge was also displayed of various breeds of dog
and their particular characteristics. The better candidates wrote lengthy explanations as to why they wished
to own a pet, the main reason being that they felt lonely because their parents worked until late. Others
explained in detail the benefits of having a pet at home as well as the responsibilities that this situation
demands from themselves as well as from their families (financially or otherwise).
In presenting their parents’ reactions to their idea, most candidates produced quite interesting points of view
about the welfare of the animal living in a flat or a small house, or about their reservations regarding the
degree of commitment from the candidate to carry out the responsibility and everyday care of the animal.
There was also mention of their parents’ fear that, in the end, they themselves would have to look after the
animal.
In giving their personal reactions to their parents’ arguments, candidates presented a range of feelings and
thoughts, the most popular being anger for the lack of trust or for always saying no to their requests, or
feeling sadness and disappointment at their parents’ response.
The last part of the rubric required candidates to ask their friend to write back giving his/her opinion about
how to solve the problem. Almost all candidates responded appropriately to this task.
This question enabled weaker candidates to score marks for both Communication and Language for using
simple statements in the past tense while at the same time offering stronger candidates the opportunity to
show off their Greek in employing more complex and polished language.
(b)
Shopping and fashion
Although fewer candidates dealt with this question, those who did found plenty to say about shops in their
area, their preferences regarding shopping and their views about fashion.
There were references to a variety of different kinds of shops, the most popular for personal shopping being
those of clothes, accessories, music or electronic equipment.
As in Question 1, almost all answers were appropriate in length and only a few responses lost marks for
Communication. Again, most candidates were able to score quite highly for Communication by using fairly
short and simple statements, employing present tenses and handling irregular verbs appropriately.
Some marks were lost in lengthy presentations of names of shops (mostly in English) for which no marks
were awarded. Otherwise, most candidates were able to display a rich and varied vocabulary with a range of
idiom, and were rewarded accordingly for Language.
Register was not a problem and almost all candidates were able to find something to say about each task.
The best were able to demonstrate their knowledge and linguistic skills in detailed explanations as to why
they do or do not shop via the Internet, or explaining their views in general about fashion and buying
designer clothes.
The quality of language was again very good with just a few exceptions scoring lower marks because of poor
use of Greek.
Question 2
Completing the story
The open ended nature of the narrative enabled gifted candidates to shine, but also offered opportunities to
weaker candidates to display their knowledge of the Greek language.
Starting the narrative, candidates seemed to have read the rubric carefully and their story started from the
point where the stimulus ended.
Nearly all understood that the narrator had gone from the airport to the hotel and discovered that something
was wrong with the suitcase he/she had picked up from the airport.
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Most began the story by expressing their initial reaction when they found something unexpected and scored
a Communication Mark for “δεν πίστευα στα μάτια μου”, “δεν ήξερα τι να κάνω”, “αγχώθηκα”, “με έπιασε
πανικός”. Candidates were very inventive in their answers. The suitcase was described in detail as being
full of clothes for the opposite sex, money, stolen antiques or even explosives. The real owner of the
suitcase was described as a handsome young man, a beautiful young girl, a millionaire, or a thief. The
chapter of misfortunes was told with relish and a touch of humour by the stronger candidates.
Next, candidates went on to develop thoughts, decisions and actions which resulted in them locating their
lost suitcase and, finally, to resolving the situation with a logical explanation. Many candidates thought of
ringing the airport or returning there in a taxi to make enquiries at the lost luggage desk, or even reported the
event to the police. Story endings were also imaginative and there were descriptions of finally being able to
enjoy a relaxing holiday or the beginning of a friendship with the owner of the suitcase, or even a happy
marriage to him.
Such stories in their simplest versions were within the compass of average to strong candidates who were
able to handle past tenses effectively and accurately.
The gifted and well prepared candidates should be congratulated for the correct use of a variety of
grammatical features of the language such as past tenses, negative and interrogative constructions, object,
emphatic and relative pronouns, subordinate clauses with appropriate conjunctions as well as employing a
rich and varied vocabulary.
Careless errors such as inaccurate noun and adjective cases or incorrect verb endings were found on some
scripts. A number of scripts contained language with no use of accents at all and consequently lost marks
for Language.
Overall, however, candidates should be congratulated for their performance.
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